چکیده:
As reflective practice has become an influential factor in teacher professional development, teachers need some techniques to enhance their reflective teaching. In this light, this study was intended to examine: (a) whether self-evaluation techniques could promote English as Foreign Language (EFL) teachers‟ reflective teaching, (b) whether EFL teachers who used self-evaluation techniques would differ from the teachers who did not use them in the 5 aspects of reflection (practical, cognitive, affective, metacognitive, and critical), and (c) whether EFL teachers‟ years of experience and gender would make a significant difference in their degree of reflectivity. To these ends, 20 male and female Iranian EFL teachers participated in the study with its pretest posttest control group design and responded to Akbari, Behzadpour, and Dadvand‟s (2010) Teacher Reflectivity Questionnaire. Unlike the control group, the experimental group employed 3 self-evaluation techniques of video recording lessons, advance organizers, and colleagues‟ reviews. Results from a one-way analysis of covariance, a one-way multivariate analysis of covariance, and a two-way analysis of variance revealed that the self-evaluation techniques significantly improved the EFL teachers‟ reflectivity. Also, the self-evaluation techniques made a significant difference in the practical, cognitive, metacognitive, and critical aspects of the teachers‟ reflection. However, the EFL teachers‟ years of experience and gender did not make a significant difference in their degree of reflectivity. The findings encourage EFL teachers to join other stakeholders to evaluate and reflect upon their own teaching for positive changes in EFL classrooms
خلاصه ماشینی:
Effect of Self-Evaluation Techniques on Iranian EFL Teachers’ Reflective Teaching Ali Roohani 1*, Mina Moosavi Avendi 2 1 Associate Professor Shahrekord University, Shahrekord, Iran 2MA Student of TEFL Department of English, Faculty of Letters and Humanities Shahrekord University, Shahrekord, Iran Received: 2018/06/02 Accepted: 2018/10/22 Abstract: As reflective practice has become an influential factor in teacher professional development, teachers need some techniques to enhance their reflective teaching.
In this light, this study was intended to examine: (a) whether self-evaluation techniques could promote English as Foreign Language (EFL) teachers‟ reflective teaching, (b) whether EFL teachers who used self-evaluation techniques would differ from the teachers who did not use them in the 5 aspects of reflection (practical, cognitive, affective, metacognitive, and critical), and (c) whether EFL teachers‟ years of experience and gender would make a significant difference in their degree of reflectivity.
Thus, the current study aimed to investigate the effect of self-evaluation techniques on Iranian EFL teachers‟ degree of reflectivity and see if variables such as years of experience and gender can make a difference in promoting their reflection upon the teaching.
Discussion As to the first research question of the study, the results showed that self-evaluation techniques promoted the EFL teachers‟ reflective teaching.
Conclusion and Implications The results of the present study showed that self-evaluation techniques had a significant impact on Iranian EFL teachers‟ reflective teaching.
The findings of present study can be taken as evidence to support the use of self- evaluation techniques by Iranian EFL teachers in order to reinforce their degree of reflective teaching.